These days I’ve heard a lot of people talking about “blended learning”. So in this post ‘ll just give some brief information about “Blended Learning”
Wikipedia definition: “Blended learning is a form of education that combines face-to-face classroom methods with computer-mediated activities. According to its proponents, the strategy creates a more integrated approach for both instructors and students.”
In order to support this, we need to understand the blended learning programs fully and test some widely used applications to decide which can meet the needs of our students and which one to use in our institution.
As the technology is developing really fast, we need to follow the novelties in education. Actually no one is a single method learner, people are all blended learners, so we can customize this blended learning according to the needs of our institution.
“Why Blended Learning Is In Need? (1)
Each learner requires a scientific study of the instruction, to have a better operational ability. Thus, the good instructions provide individual with better learning experiences by using media, strategies and methods. These learning experiences are able to promote interactions that allow the learners to recall all the information that they have absorbed and combine it with other experiences, so that a new kind of knowledge base can be formed.”
The GOAL: (2)
“The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences. Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access.”
Models for Blended Learning:
1-The Supplemental Model
The supplemental model retains the basic structure of the traditional course and uses technology resources to supplement traditional lectures and textbooks.
The supplemental model for blended learning incorporates technology into the instructional approach of the course, but does not alter its basic structure. Students may be required to complete online readings or activities, or participate in lab sessions. However, there is no reduction in course meeting time under the supplemental model; a three-hour course would still meet in-class for three hours per week.
Example: UMass Amherst Introduction to Biology
This introductory biology course utilized online preparatory materials to alert students to learning objectives and key concepts in advance of their lecture meetings. In addition, the course offered online quizzes to allow students to monitor their own progress and mastery of the course content..
2-The Replacement Model
The replacement model reduces the number of in-class meetings, or classroom “seat-time,” and:
▪ replaces some in-class time with out-of-class, online, interactive learning activities
▪ makes significant changes in remaining in-class meetings.
Under a replacement model, there are fundamental changes to the course. Unlike the supplemental model, the online resources in a replacement model are fully integrated into the overall instructional effort. The online content acts as a replacement for time that would have been spent in a lecture hall. Consequently, the nature of the in-class activities is changed as well. Instead of traditional lectures, in-class time is freed for more interactive, collaborative learning experiences.
Example: BYU English Composition
In this course, in-class time was reduced from three hours to one. Lectures were replaced by a series of interactive multimedia lessons. The in-class time was altered to allow for students to meet with peers in small groups. These group meetings provided students the opportunity to review their team members’ works and offer feedback and suggest
3- The Emporium Model
The emporium model eliminates all class meetings and replaces them with a learning resource center. This resource center, typically a large computer lab, offers access to course online materials in addition to live assistance and guidance.
The emporium model is a radical reconceptualization of the traditional course. Though attendance at the learning center can be required, there are no longer lectures in a traditional sense. Course content is delivered via online materials, and in-person help is provided in the learning resource center.
Example: Virginia Tech Linear Algebra
Using a 500-seat computer lab and a combination of online resources (modular tutorials, streaming video, and quizzing), Virginia Tech replaced 30 traditional lecture-based course sections into one large course which served 1,500 students. The lab allowed access to students 24×7, and provided live support to students with roving instructors, teaching assistants, and peer tutors.